Abstract
The study of the relationship between bilingualism and cognitive development has struggled with the dual definitional problems of the key component concepts. Bilingualism has been defined at various levels of functional definition. These include linguistic, cognitive, and social-psychological characteristics of individuals, as well as societal characteristics such as ethnicity and other sociodemographic variables. Failure to distinguish between these various definitions of bilingualism has led to confusion in deciphering the relationship of this elusive concept with cognitive development.
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